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The dominant social, political, and economic aspects of Ghanaian society are described in this handbook. Changes and developments in Ghana in the past 10 years, highlighted by the 1966 overthrough and widespread repudiation of Kwame Nkrumah and his policies and practices, have created a need for this revision of the 1962 edition. The purpose of this and other area handbooks in the series is to provide objective information on the present society and possible future changes. Chapters titles are: General Character of the Society; Physical Environment and Population; Historical Setting; Ethnic Groups and Languages; Social System; Living Conditions; Education, Information, and the Arts and Sciences; The Governmental System; Political Dynamics and Values; Foreign Political and Economic Relations; Character and Structure of the Economy; and, National Security. Additional features are: statistical tables, charts, and maps; a data summary; glossary, index, and bibliographies for this and the 1962 editions. Related documents are: SO 002 053 through SO 002 058, SO 002 248, and SO 002 249. (Author/DJB)

The history of librarianship in Ghana began in 1944 when Miss Fegan, an experienced librarian, was assigned by the British Council to run a training course for library assistants at the Achimota College Library. The subsequent development of libraries, library schools, and librarianship in Ghana is traced. To become a professional librarian in Ghana today requires the completion of a diploma course which is open only to university graduates judged to have the requisite qualities of mind, personality and temperament to make satisfactory librarians. The course consists of two parts: (1) one academic session, ending with five written examination papers and (2) the completion of a written bibliography or thesis and practical experience in an approved library. The subjects covered in the syllabus are: (1) cataloging and classification, (2) bibliography, (3) history of libraries and librarianship and (4) administration. (Author/NH)

The statistics which form the basis of this paper were compiled from the result of a questionnaire supplemented by correspondence and information from annual reports and the "Nigerian Libraries," and the "Ghana Library Journal." The data obtained from the questionnaire are presented in the appendices, and are followed by a list of libraries in the order in which they appear in the statistical table, with full name and address, explanatory notes and other relevant information. Two criteria were used as the basis for inclusion: administration by a professionally qualified librarian, and, in the absence of a professional, the size and special significance of the book collection. The data which was supplied falls under four headings: (1) use of the library-indicated by the number of registered readers and volumes borrowed, (2) stock - the library's total holdings in volumes and the number of serial titles currently received, (3) expenditure - annual recurrent expenditure (in some cases no distinction was made between capital and recurrent spending) and (4) staff - number of personnel. This investigation provides a check list of sixty-one libraries in the three English-speaking West African countries of Nigeria, Ghana and Sierra Leone. (Author/NH)

Following a study of literature pertinent to the subject, a proposed job description and organizational alignment for the extension economist in Ghana were developed. The study implications and recommendations are given. (DB)

Data on the participants from university adult education institutions in Ghana, Uganda and Tanzania are examined in order to understand how existing university adult education programs strengthen differences between the educated and the uneducated. Not only does the gap between the two groups grow larger, but the rate at which this gap widens is increasing. For each of the programs studied, three types of information have been examined: environmental, educational, and occupational. The choice of Ghana, Uganda, and Tanzania reflects availability of data rather than an effort to select for geographical or political reasons. One assumption that is made is that decreasing the gap between the educated and the uneducated is desirable both in terms of social equality and permanent development. (CK)

The Centre for Civic Education has as its chief objective educating the populace of Ghana in social, economic, and political subjects. To effect this, the country is divided into 9 regions, made up of 51 districts, with 2 organizers per region. A board of Trustees acts as the Centre's governing body. The work of the Centre is organized into programs. Three programs have been completed: (1) the moral and social aspects of democracy, (2) constitutional proposals made by the Constitutional Commission with particular emphasis on human rights, and (3) problems of local government. All programs are directed to both the literate and the illiterate, the urban and the rural citizen, the young and the old. Teaching techniques used are lectures, discussion groups, debates, symposia, puppet shows, and plays. Audiovisual aids are used extensively, with the material presented in both English and the major vernaculars. The Centre aims to become completely self-supporting in the near future. (Page 20 will reproduce poorly in hard copy because of poor legibility.) (DB)

A profile of Ghana is sketched in this paper. Emphasis is placed on the nature, scope, and accomplishments of population activities in the country. Topics and sub-topics include: location and description of the country; population (size, growth patterns, age structure, urban/rural distribution, ethnic and religious composition, migration, literacy, economic status, future trends); population growth and socio-economic development (relationships to national income, size of the labor force, agriculture, social welfare expenditures); history of population concerns; population policies; population programs (objectives, organization, operations, research and evaluation); private efforts in family planning; educational and scientific efforts in population; and foreign assistance for family planning activities. (RH)

Evidence from Ghana is presented to show the possibility of downward mobility of elite children through lack of success in a selective educational system and the ability of children from lower status homes to use this system to overcome their initial disadvantages. (Author)

Looks at some aspects of education at the secondary level which is in a phase of rapid expansion and absorbing an increasing proportion of educational expenditure. (Author)

The Parsons and Bales instrumental-expressive role differentiation model of family structure was evaluated cross-culturally. Adolescents from the United States and Ghana described their perceptions of components of their parents' role performance. Sex and cultural differences were found which did not support the Parsons and Bales conceptualization. (Author)

This is one of 15 studies of the supply of secondary level teachers in English-speaking Africa. Following an introduction which examines the economic and social development of Ghana, there are four main sections: 1) Probable Growth of Secondary School and Teacher Training College Enrollments Through 1975"; 2) "The Supply of Teachers for Secondary Schools and Training Colleges"; 3) "Needs for Expatriate Personnel on Other Types of Vocational Secondary Level Institutions"; and 4) "Staffing Requirements To Enhance Quality and Permit Diversification in Secondary Education." The study found a rapid expansion of enrollments in primary and secondary schools during the 1960's bringing about crash schemes to provide teachers with minimal training with a resulting decline in academic quality. Many graduates from middle and secondary schools have been unable to find employment and new types of education are being sought which are geared to the employment market and the economic future of the country. Serious imbalances have developed between the production of graduate teachers in social sciences and the arts, and in science and mathematics, and there is still a heavy reliance on nongraduate teachers in some fields. Other countries already covered by these studies are Botswana, the Gambi, Malawi, Swaziland, Lesotho, Uganda, Ethiopia, Tanzania, Liberia, Zambia, Sierra Leone, and West Cameroon. (MBM)

This book is concerned with the progress made by developing nations in building institutions qualified to tackle effectively their problems of poverty, disorder, hunger, sickness, ignorance, disunity, and oppression. It deals in general with the complexity of social and educational problems which arise in the process of change. Throughout much of the world, education is considered a key which may release them from the old existence. The problem is the tactic, the logistic, of educational growth. What levels should be strengthened? Which curricula developed? What part should be played by industry through in-service training? And what proportion of the national budget should be devoted to education? The most through case studies presented are of Ghana and Pakistan. (Author/AWW)

This course in Ga was designed for use by a teacher who is a professional linguist, perhaps with the assistance of a native speaker of Ga. In preparing the course, the authors had in mind that Ga has not yet been accorded the detailed description and analysis that some other Ghanian languages have received. This is especially true in matters of tone and intonation. Their principal aim, accordingly, has been to present a working analysis of the more important features of modern spoken Ga, as well as sufficient additional material for further analysis by users of the course themselves. The first six lessons use a number of drills to lay the basis for familiarity with and control of the sound system. The remaining 59 lessons center around different aspects of structure. All lessons supply material for repetition by the students--conversations and structure drills. Some lessons also contain quizzes to test the student's understanding of the text. Answers to these quizzes are included in the tapes which accompany the course and so may be used by the student to check his answers. For information on obtaining the tapes, write to the authors at Northwestern University, Evanston, Illinois 60201. An appendix contains an outline of the derivation of the plural forms of nouns from the singular. A glossary concludes the text. (Author/DO)

This brief article describes the author's experiences producing an ETV series in Ghana on general science. The series was based on a previously prepared Two Year Introductory Science Syllabus, using television to present experiments and demonstrations that would have been difficult or impossible to bring to the classroom. (LS)

The disastrous state of Ghanaian finances immediately before and after the coup against Nkrumah has had the effect of virtually eliminating community development and health services, particularly in non-urban areas of Ghana. It is hoped that new regional and district structure and improved staff morale can now bring about more effective programs. (MF)

A survey of Ghanaian teachers found that the majority prefer the regular school schedule to double sessions. (RT)

The history of bibliographic control is given for three African nations. Included is a listing of published bibliographies. Solutions to numerous problems are suggested. (DH)

Rapid educational changes in West Africa have caused population shifts from rural to urban areas, resulting in severe unemployment problems. Job creation is the purpose of a newly formed organization. (JB)

Described is the new mathematics program which has been and is being developed in Ghana. The curriculum seeks to relate more closely with the experiences of the students and is less formal than traditional programs. (CT)

IN 1964-65 THE GOVERNMENT OF GHANA, IN COOPERATION WITH UNESCO AND THE GOVERNMENT OF CANADA, CARRIED ON THE FARM RADIO FORUM PILOT PROJECT IN 80 VILLAGES IN GHANA TO TRANSMIT INFORMATION AND STIMULATE RURAL SELF-HELP ACTIVITIES. IN 20 VILLAGES ONE FORUM LISTENING GROUP WAS ORGANIZED, 20 VILLAGES HAD TWO LISTENING GROUPS, 20 CONTROL VILLAGES WERE SUPPLIED WITH RADIOS BUT NO LISTENING GROUPS WERE FORMED, AND 20 HAD NO RADIOS AND NO LISTENING GROUPS. THROUGH PRE- AND POST-BROADCAST QUESTIONNAIRES, IT WAS FOUND THAT THE LISTENING GROUPS CONTRIBUTED TO VILLAGERS' COMPREHENSION OF SUCH SUBJECTS AS INTER-VILLAGE COOPERATION, FORMATION OF COOPERATIVES, AND FOOD NUTRITION. IT WAS RECOMMENDED THAT ONLY ONE LISTENING GROUP PER VILLAGE BE FORMED IN THE FUTURE, AND THAT THIS GROUP BE REPRESENTATIVE OF THE SEX, EDUCATIONAL LEVEL, AND OCCUPATIONS OF THE ADULT POPULATION, THAT MODIFIED LISTENING GROUPS BE ORGANIZED IN SMALL OR REMOTE VILLAGES WHERE THERE IS NO RESIDENT LITERATE ADULT TO SERVE AS GROUP SECRETARY, AND THAT A POLICY-MAKING STEERING COMMITTEE, REPRESENTATIVE OF GOVERNMENT MINISTRIES AND ORGANIZATIONS CONCERNED WITH RURAL LIFE, BE FORMED TO GUIDE FUTURE FORUM ACTIVITIES. (APPENDIXES INCLUDE QUESTIONNAIRES USED.) THIS DOCUMENT IS AVAILABLE FROM THE UNIVERSITY OF GUELPH, GUELPH, ONTARIO. 179 PAGES. (AJ)

An educational television producer in Ghana briefly outlines the situation he faces when he needs stock film footage to use in an ETV program. (LS)